I teach mathematics in a modern classroom. There is wireless, but there is also a tangled web of wires. The students are attentive, but they are easily distracted. They all have laptops, and they listen to the teacher, sort of, and they look at the screen, sort of, and they complete their assignments, sort of. They exhibit continuous partial attention (Stone, 2008), which is all a math teacher can hope for when his explanation of the binomial theorem is competing with Hi-5 and YouTube. Read more »